MAPEH NB NOTES PDF

MUSIC 2.1. Classical Music from 1750-1820: Historical Background Characterized by qualities of order, objectivity, and proportion Influence of the aristocracy Advances in science and ideas Intellectual climate: Age of Reason Musicians under the patronage system Classicism in Mu...

MUSIC 2.1. Classical Music from 1750-1820: Historical Background Characterized by qualities of order, objectivity, and proportion Influence of the aristocracy Advances in science and ideas Intellectual climate: Age of Reason Musicians under the patronage system Classicism in Music Classical masters composed large-scale forms: symphony, concerto, and sonata Viennese school: Haydn, Beethoven, Mozart Classical Music Style Singable, lyrical melody Diatonic harmony Regular rhythms and meters Homophonic texture (melody with accompaniment harmony) Frequent use of folk elements Classical Terms Sonata: An important type of instrumental composition, usually consisting of 3 or 4 contrasting movements. Theme and Variation: A musical form where the theme is presented simply and then repeated with ornamentation. Sonata Allegro Form: Divided into three main sections: exposition, development, and recapitulation. Concerto: A composition for one or more solo instruments and orchestra, with parts of equal importance. Alberti Bass: A regular pattern of broken chord accompaniment. Cantata: A choral composition with instrumental accompaniment, typically in several movements. Rondo: A musical form that alternates the main theme with contrasting themes. Scherzo: A vigorous, light, or playful composition. Minuet: A slow, stately ballroom dance in triple meter. Singspiel: 18th-century German musical comedy featuring songs and dialogue. Symphony: A long composition for orchestra, usually divided into four movements. Cadenza: An improvised passage performed by a soloist, often near the end of a piece. Sonata Allegro Form Recapitulation: Repeats earlier themes, usually near the end. Development: Middle part where themes are developed. Exposition: Introduces the themes that will be developed. Composers and Works Franz Joseph Haydn (1732-1809) Austrian composer Worked at the Esterhazy court Known for string quartets and over 100 symphonies Notable works: The Creation, Trumpet Concerto, Symphony No. 94 "Surprise Symphony", Missa Brevis Sancti Joannis de Deo, Cello Concerto No. 1, The Seven Last Words of Christ, National Anthem of Germany Wolfgang Amadeus Mozart Austrian composer, pianist, and violinist Child prodigy Freelance musician at age 25 Works cataloged by Ludwig Kochel (K. numbers) Notable works: Eine kleine Nachtmusik K 525, Requiem Mass (unfinished), The Marriage of Figaro, Don Giovanni, Mass in C minor, Piano Sonata No. 11, The Magic Flute, Coronation Mass, Sonata for Two Pianos in D Major Ludwig Van Beethoven German composer and pianist Came from a musical family Known for concert life and music publishing Suffered from hearing loss Notable works: Symphony No. 5 in C minor, Symphony No. 9 in D minor, Moonlight Sonata, Choral Fantasy, Fur Elise, Piano Sonata No. 14, Coriolan Overture Op. 62, Anthem of Europe, Fidelio ARTS 2.1. Renaissance Art Italian Renaissance began in the late 14th century Renaissance art emphasized realistic and humanistic themes Key characteristics of Renaissance art include accurate anatomy, scientific perspective, deeper landscapes, and naturalistic portraits of humans The Renaissance was a period of artistic experimentation The rebuilding of St. Peter's Basilica in Rome was a significant cathedral building of the era Renaissance art transitioned Europe from the medieval to the early modern age By 1500, Renaissance style became prevalent Renaissance Art Techniques Vibrant and Vivid Colors: Renaissance art used strong, bold colors Humanism: Art focused on human emotions and experiences Perspective: Artists used techniques to create depth and realism in their paintings Chiaroscuro: Artists used strong contrasts of light and dark to create dramatic effects and volume in paintings Linear Perspective Linear perspective was a monumental advancement in Renaissance art This technique allowed artists to create a realistic sense of depth and space in their paintings Artists used linear perspective to depict realistic scenes Chiaroscuro Chiaroscuro involved using strong contrasts between light and dark This technique helped artists add dimension and volume to their two-dimensional paintings 2.2. Famous Renaissance Artworks and Artists Key Figures of the Renaissance Michelangelo di Lodovico Buonarroti Simoni (1475-1564): A preeminent Italian sculptor, painter, architect, and poet, often regarded as one of the greatest artists in history. ○ Notable Sculptures: Pieta: A poignant depiction of the Madonna holding the dead Christ, showcasing immense emotional depth. David: A masterpiece symbolizing strength and beauty, completed before he turned thirty. Moses: Known for its intricate detail and expression. ○ Famous Frescoes: The Last Judgment: A monumental work on the altar wall of the Sistine Chapel, illustrating the second coming of Christ. Scenes from Genesis: Painted on the ceiling of the Sistine Chapel, these frescoes depict biblical narratives with dramatic flair. Art Techniques: Humanism: Emphasizes human experience and emotion.  Chiaroscuro: Use of strong contrasts between light and dark. Linear Perspective: Technique to create depth. 2.3. Leonardo di ser Piero Da Vinci (1452-1519) Renowned as the quintessential “Renaissance man,” excelling in various fields: painting, architecture, science, and mathematics. Major works include: ○ Mona Lisa: The most famous portrait, known for its enigmatic expression. ○ The Last Supper: A highly reproduced religious masterpiece depicting Jesus and his disciples. ○ Vitruvian Man: A drawing that explores the proportions of the human body. ○ Adoration of the Magi: A complex composition showcasing the visit of the Magi to Jesus. ○ Virgin of the Rocks: A painting with intricate details and symbolism. Art Techniques Chiaroscuro: A technique that emphasizes the contrast between light and dark to create depth and volume in art. 2.4. Raffaello Sanzio da Urbino (Raphael) - (1483-1520) Overview: Renowned Italian painter and architect of the High Renaissance, noted for his clarity of form and composition. Major Works: ○ The Sistine Madonna: Famous for its depiction of the Madonna and child, showcasing grace and beauty. ○ The School of Athens: A masterpiece representing philosophical ideals, featuring great thinkers like Plato and Aristotle. ○ The Transfiguration: His final painting, commissioned by Cardinal Giulio de Medici, blending biblical narratives with profound artistic techniques. Donato di Niccolo di Betto Bardi (Donatello) - (1386-1466) Overview: Early Renaissance sculptor from Florence, recognized for his innovative use of bas-relief. Major Works: ○ David: The first known free-standing nude statue since antiquity, marking a significant achievement in Renaissance sculpture. ○ Statue of St. George: A notable work that exemplifies Donatello’s mastery of detail and expression. ○ Equestrian Monument of Gattamelata: An impressive bronze statue demonstrating skill in capturing movement and form. Art Techniques Chiaroscuro: A technique that employs strong contrasts between light and dark to create a sense of volume in modeling three-dimensional objects and figures. Humanism: An artistic approach focusing on human values, experiences, and the beauty of the human form, reflecting the Renaissance’s shift towards individualism. 2.5. Baroque Period Origin of the Term "Baroque" Italian word "barocco": Used by philosophers in the Middle Ages to describe an obstacle in schematic logic. Portuguese word "barroco" (Spanish "barrueco"): Describes an irregular or imperfectly shaped pearl, still used in the jeweler’s term "baroque pearl". Characteristics of Baroque Art Exaggerated motion and clear detail: Used to produce drama, exuberance, and grandeur in various art forms including sculpture, painting, architecture, literature, dance, and music.  Chiaroscuro technique: A well-known trait of Baroque art, emphasizing the contrast between light and dark. Three Main Tendencies of the Baroque Era 1. Counter-Reformation: Expansion of its domain both territorially and intellectually. The refined, courtly style known as Mannerism was no longer effective for religious art. 2. Consolidation of Absolute Monarchies: Accompanied by the rise of a prominent and powerful middle class, which played a significant role in art patronage. 3. New Interest in Nature and Broadening Intellectual Horizons: Spurred by developments in science and global explorations. 2.6. Baroque Art Masters and Their Masterpieces Michelangelo Merisi de Caravaggio Better known as Caravaggio Italian artist who deviated from the classical masters of the Renaissance Outcast in society due to his actions and lack of modesty and reverence for religious subjects in his paintings Specialist in still life paintings, especially of fruits Notable Work: Conversion of St. Paul ○ Depicts the event narrated in the Bible about Paul, a Roman Jew who persecuted Christians ○ On the way to Damascus, Paul fell from his horse and a bright light from heaven left him blind Gian Lorenzo Bernini Italian artist and the first Baroque artist Practiced architecture, sculpture, painting, stage design, and was also a playwright Prodigy: First artworks date from his 8th birthday Notable Work: Ecstasy of Saint Teresa ○ Found in Cornaro Chapel, Santa Maria della Vitoria, Rome ○ Features an angel holding an arrow about to pierce Saint Teresa’s heart ○ Inspired by the vision of the saint that an angel pierced her heart with a fire-tipped arrow representing God’s love 2.7. Peter Paul Rubens Flemish Baroque painter Known for paintings of mythical and figurative subjects, landscapes, portraits, and Counter-Reformation altarpieces Commissioned works mostly included religious subjects, history paintings of magical creatures, and hunt scenes Notable Work: The Raising of the Cross ○ Depicts 9 muscular figures struggling to raise the cross ○ Christ's face is the only one fully visible, emphasizing his importance ○ Christ's upward gaze may reference Luke 23:34: "Father, forgive them, for they know not what they do." Rembrandt van Rijn Dutch realist, painter, and etcher Considered one of the greatest painters and printmakers in European art Interested in spiritual values, often chose religious subjects Notable Works: ○ The Raising of the Cross Shows a group of soldiers preparing to go to battle ○ The Night Watch Depicts a group of soldiers preparing for battle Diego Velasquez Spanish painter who developed out of the Baroque One of the finest masters of composition and an important painter of the Spanish Golden Age Known for solving pictorial problems of design that transcend the style of any period Notable Work: Las Meninas (The Maids of Honor) ○ A painting of a royal family in a large room, with young princess Margarita Teresa in the middle 2.8. Baroque Period in the Philippines Influence and Characteristics Diverse Art Forms: Western influences in painting, dancing, weaving, sculpting, and pottery. 16th Century: Baroque style introduced by the Spanish and Portuguese. Prominent Style: Used for building large and small churches. Wide Facades: Large Baroque churches often have wide facades stretching between towers. Religious Propaganda: Spaniards used paintings to spread Catholicism, featuring religious figures on church walls. Notable Baroque Churches in the Philippines San Agustin Church, Manila Location: Intramuros, Manila History: Oldest stone church in the Philippines, completed in 1607. Architecture: Neoclassical-Baroque style with a Latin cross floor plan. Sto. Tomas de Villanueva Church, Miag-ao, Iloilo Location: Miag-ao, Iloilo History: Built between 1787 and 1797, served as a fortress. Architecture: Baroque-Romanesque style with intricate relief motifs. San Agustin Church, Paoay, Ilocos Norte Location: Paoay, Ilocos Norte History: Completed in 1710, known for its "earthquake baroque" style. Architecture: Massive buttresses to withstand earthquakes. Baclayon Church, Bohol Location: Baclayon, Bohol History: Founded in 1596, completed in 1727. Architecture: Coral stone construction with a simple yet elegant design. Sta. Maria Church, Sta. Maria, Ilocos Sur Location: Sta. Maria, Ilocos Sur History: Built in 1765. Architecture: Built on a hill with massive buttresses for earthquake protection. PHYSICAL EDUCATION 2.1. Classifications of Social Dances Latin-American Dances Salsa Mambo Merengue Swing Cha-cha-cha Rumba Samba Jive Boogie Paso Doble These dances are called Latin-American Dances because most of them originate from Latin-American countries. Modern Standard Dances Slow Waltz Tango Viennese Waltz Foxtrot Quickstep Latin dances are distinguished by the costumes worn by performers, which are somewhat revealing, tight-fitting, sexy yet sophisticated in nature. These dances are also characterized by the nature of the movements. Origins and Time Signatures of Latin-American Dances Dance Origin Time Signature Cha-cha-c Cuba 4/4 ha Rumba Cuba 2/4 or 4/4 Samba Brazil 2/4 Paso Doble Spain 2/4 or 6/8 Jive/Boogie USA 4/4 Swing USA 4/4 Merengue Dominican 2/4 Republic Salsa Cuba 4/4 Mambo Cuba 4/4 Dance Mixers Dance mixers are social dances that allow groups of performers to change partners periodically while dancing, giving them a chance to get to know other members of the performing group. The primary function of dance mixers is to maximize the social dimensions of dancing. Cha-Cha-Cha Origin: Grew out of the Cuban Mambo and became popular in the United States in the 1950s. Characteristics: Consists of triple chasse steps (cha-cha-cha’s) and rock steps. It has a modified Cuban motion hip action due to its speed. Steps: 1. Choose a partner, preferably of the opposite sex. 2. Females stay on the right side of males. 3. Clap the rhythm of the dance (4 and 1, 2, 3). 4. Follow the step patterns and perform the basic steps in cha-cha-cha. 5. Repeat the sequence until mastered. Swing Dance Origin: Developed with the swing style of jazz music in the 1920s–1940s. Characteristics: A riveting and joyful form of dance. Steps: 1. Choose a partner, preferably of the opposite sex. 2. Females stay on the right side of males. 3. Follow the step patterns and perform the basic steps in swing dance. 4. Repeat the sequence until mastered. Basic Steps for Cha-Cha-Cha Basic Name Step Pattern of Step Basic step for L-Fwd, R in place (weight shifts to it), L side, R close, L side, R-Bw and Men left, L in place (weight shifts to it), R-Fwd and right, L closes then R side  First Half L side, R-Bw to the left, Step L in place, R-Fwd to right, L-C to R Second Half R side, L-Fwd to the Right, Step R in place, L-Bw to left, R-C to L Backward Break Fwd (L,R/replace), L-Bw, R-Bw, L-Bw Half Forward Half Break Bw (R,L/replace), R-Fwd, L-Fwd, R-Fwd Basic Steps for Swing Dance Basic Name Step Pattern of Step Basic Swing R side to the right, L-C to R, R to side, L-C to R, R-Bw to left, L side to for Women left Basic Swing L side to the left, R-C to L, L to side, R-C to L, L-Bw to right, R side to for Men right Swinging Step R straight behind you, shift weight to R foot, swing L arm forward, Charleston shift weight to L, kick R-Fwd, move L arm back, swing R arm back, move R beside L, shift weight to R, kick L-Fwd, swing L arm back, move L-Bw, kick behind you, swing L arm forward, return R arm to side, bring L behind R, repeat steps 2.2. Modern Standard Dance: Waltz Overview Modern standard dance is a classification of social dances or ballroom dances. These dances are determined by the nature of the movements and can be performed in close hold or closed position. Standard dances typically involve formal attire: ankle-length gowns for females and coat and tie for males. The dances that fall into this category include the waltz, tango, foxtrot, Viennese waltz, and quickstep. The Waltz Popularity: One of the most popular modern standard dances. Characteristics: A smooth dance characterized by "rise and fall" and "body sway" actions, played in a triple time signature. Partnering Skill: Shoulders move smoothly, parallel with the floor. The head should turn in the direction of the turn, with the man's head upright and looking over the right shoulder of the lady. Tempo: Danced to music with 30-32 measures per minute. Origin: Known as "Walzen," meaning "to rotate or to turn." Originated as an Austro-German folk dance known as the landler. Popularized by the music of Johann Strauss II. Rise and Fall in Waltz Technique: Steps should be long. On the first step forward, weight is taken on the heel, then onto the ball of the foot. Gradual rise of the toes starts at the end of the first beat and continues to the second and third beat of each bar of music. Lower the toes to the normal position at the end of the third beat by lowering to the heel of the foot carrying the weight. Basic Steps of Waltz Step Pattern: Uses three counts – slow, quick, quick, repeated twice to create a step. Timing is 1-2-3, 1-2-3 or one-two-three, four-five-six. Left Foot Change Man’s Foot: 1. Step forward with the LF. 2. Step forward sideways with the RF so that right foot is parallel to left foot. 3. Bring the LF close to the RF. Lady’s Foot:  1. Step backward with the RF. 2. Step backward sideways with the LF so that left foot is parallel to right foot. 3. Bring the RF close to the LF. Right Foot Change Man’s Foot: 1. Step forward with the RF. 2. Step forward sideways with the LF so that left foot is parallel to right foot. 3. Bring the RF close to the LF. Lady’s Foot: 1. Step backward with the LF. 2. Step backward sideways with the RF so that right foot is parallel to left foot. 3. Bring the LF close to the RF. Box Waltz Step Man’s Foot: 1. Step forward with the LF. 2. Step forward sideways with the RF so that right foot is parallel to left foot. 3. Bring the LF close to the RF. 4. Step backward with the RF. 5. Step backward sideways with the LF so that left foot is parallel to right foot. 6. Bring the RF close to the LF. Lady’s Foot: 1. Step backward with the RF. 2. Step backward sideways with the LF so that left foot is parallel to right foot. 3. Bring the RF close to the LF. 4. Step forward with the LF. 5. Step forward sideways with the RF so that right foot is parallel to left foot. 6. Bring the LF close to the RF. Waltz Forward Progressive Combination: A combination of left foot change and right foot change. Whisk Man’s Foot: 1. Left foot forward. 2. Right foot side. 3. Left foot crosses behind right foot. Lady’s Foot: 1. Right foot back. 2. Left foot side, turning to promenade position. 3. Right foot crosses behind left foot in promenade position. 2.3. What to Wear for Social Dances and Dance Mixers Attire for Gentlemen Formal: Tailcoat, tuxedo coat, regular coat, bow tie or regular necktie, black trousers. Semi-Formal: Dress shirt and tie, vest or sweater that shows the tie. Dressy Casual: Solid color shirt, turtleneck, polo shirt, cotton slacks. Aim for a conservative, toned-down appearance. Attire for Ladies Formal: Ball gown, evening gown, dinner gown, cocktail gown. Semi-Formal: Dinner dresses, flowing pants. Dressy Casual: Comfortable and conservative attire suitable for practice or dance lessons. Comfort and Safety Tips Always wear dance shoes, regardless of how informal the dance is. Avoid sleeveless shirts and strapped dresses, especially for active dancing. Avoid baggy sleeves or sleeves cut low in the armpit, particularly for Latin and swing dances.  Be cautious with accessories like big rings, watches, brooches, loose/long necklaces, and big belt buckles. Gentlemen: If you have no place to leave your keys and loose change, carry them in the left pocket of your trousers. Personal Grooming Before the Dance Shower and use deodorant. Brush your teeth and use mouthwash or breath mint. Abstain from food that produces a strong odor. Don’t smoke, as it causes foul mouth and clothing odor. During the Dance Check your grooming periodically. Freshen up and towel off regularly in the bathroom. Carry an extra shirt if needed, especially for men. On the Dance Floor Line of Direction Dance in a counterclockwise direction to avoid collisions with other pairs. Be Polite Thank or compliment your partner. Accompany your partner back to their seat. No-Fault Dancing Never blame a partner for mixed execution of figures. Dance to the level of your partner. Say “sorry” to your partner if you made a mistake. Behavior/Demeanor Be responsible, smile, and make eye contact with your partner. Project a positive image on the dance floor, even if it’s not your personal style. If you don’t know the dance, be honest and refuse promptly. No teaching on the dance floor, as it may insult your partner. HEALTH 2.1. Common Concepts in Drug Education Drugs Definition: Substances or chemicals which, when taken into the body through nasal, oral, transdermal, or intravenous means, have psychological, emotional, and behavioral effects on a pe Drugs of Abuse Definition: Drugs commonly abused by users. Examples in the Philippines: Shabu, marijuana, and inhalants. Drug Dependence Definition: A cluster of physiological, behavioral, and cognitive phenomena of variable intensity in which the use of a drug takes on a high priority, creating a strong desire to take the substance. Drug Misuse Definition: The use of a substance incoherently or inconsistently with the prescribed dosage or frequency of use. Drug Abuse Definition: The use of a substance for non-medical purposes. Consequences: Leads to organ damage (e.g., brain and liver damage), addiction, and troubled behavioral patterns. Drug Tolerance  Definition: The condition of the body adapting to the effects of substances, requiring larger amounts of the substance to experience the same physiological and mental effects as when taking a smaller dosage. 2.2. Risk and Protective Factors for Drug Use, Misuse, Abuse, and Dependence Overview Use, misuse, and abuse of drugs are influenced by various factors surrounding a person. These factors can either increase or decrease the likelihood of drug use. Definitions Risk Factors: Influences that increase the chances of using, misusing, and abusing drugs. Protective Factors: Influences that decrease the chances of using, misusing, and abusing drugs. Key Points Protective factors can counterbalance the negative effects of risk factors. The presence of several risk factors does not necessarily make a person highly susceptible to drug use, misuse, and abuse. Even a few protective factors can be enough to work against risk factors, especially if there are several protective influences. Domains of Life Affecting Drug Use and Abuse 1. Personal ○ Risk Factors: Early drug use, risk-taking behavior, experimentation, poor social skills, childhood problems, feelings of isolation. ○ Protective Factors: Self-control, good reasoning skills, excellent social skills, positive interaction with people, sense of belonging. 2. Family ○ Risk Factors: History and patterns of drug abuse, attitudes toward drug abuse, poor parenting, inconsistent family rules, poor family values, poor family ties. ○ Protective Factors: Good communication, positive family relationships, clear and consistent family rules, strong family values, positive expectations for child’s success, reliance on family for emotional support. 3. Peers and Friends ○ Risk Factors: Association with peers who use gateway drugs (cigarettes and alcohol), preference to stay with peers rather than family. ○ Protective Factors: Association with peers who do not use gateway drugs, formation of friendships, reliance on friends for emotional support, inviting friends home to know the family. 4. School ○ Risk Factors: Poor academic performance, lack of commitment to studies, poor attendance, involvement in fights and conflicts. ○ Protective Factors: Good to excellent academic performance, participation in extra-curricular activities and school organizations, interest in attending classes. 5. Community ○ Risk Factors: Easy access to gateway drugs, poor community organization, poor implementation of community laws, negative attitudes favoring drug use. ○ Protective Factors: Strong community relationships, active and positive community programs for youth, positive attitudes combating drug use, strong community advocacy against drugs. 2.3. Six Classifications of Drugs 1. Gateway Drugs Definition: Legal drugs such as cigarettes and alcohol that a non-drug user might try, which can lead to more dangerous drugs like marijuana and shabu. Risk: Teenagers who engage in early smoking and drinking have a higher chance of using and experimenting with dangerous drugs. 2. Depressant Drugs Definition: Drugs that slow down a person’s central nervous system (CNS), which includes the brain, spinal cord, and nerves. Uses: Commonly prescribed to help individuals be less angry, stressed, or tensed. They relax muscles and nerves, making patients feel sleepy and light-headed.  Examples: Alcohol, barbiturates, and tranquilizers. 3. Stimulant Drugs Definition: Drugs that speed up a person’s central nervous system, having the opposite effect of depressants. Effects: Increase energy levels but can also lead to depression and tiredness. Examples: Amphetamines (including shabu), caffeine, nicotine, and cocaine. 4. Narcotics Definition: Drugs that relieve pain and induce sleepiness. Uses: Administered in moderation to patients with mental disorders and those in severe pain, such as cancer patients. Examples: Cocaine, heroin, and marijuana. These drugs are illicit and dangerous if taken. 5. Hallucinogens Definition: Drugs that distort reality and facts, affecting all senses and making users see, hear, and feel things that don’t exist. Origin: The term comes from "hallucination," which means to perceive illusions. Examples: Lysergic acid diethylamide (LSD), psilocybin (from mushrooms), and mescaline. 6. Inhalants Definition: Substances found in ordinary household chemical products and anesthetics. Accessibility: Readily available and accessible to young children. Effects: Intoxication similar to alcohol, but with a foul smell of chemicals. Continuous use leads to delusions, brain damage, liver damage, coma, and death. Examples: Acetone, rugby or solvent, ordinary and spray paint, cleaning fluids, and air conditioner fluid (Freon). 2.4. Myths and Misconceptions About Drugs of Abuse Myth: Drugs of abuse improve memory Fact: Drugs of abuse shut down proper brain functioning. While certain drugs may stimulate the brain, they do not improve memory. Tests on performance and cognition have shown that drug users perform worse. Myth: Drugs of abuse help in the digestion of food Fact: Certain drugs of abuse stimulate the production of stomach acids, which can damage stomach linings and result in ulcers. Drugs of abuse do not help in the digestion of food. Myth: Drugs of abuse make a person bold and brave Fact: Drugs of abuse remove shyness and inhibition, which can lead to dangerous behavior. The temporary courage from taking drugs can make a user lose normal judgment, placing them in life-threatening situations. Myth: Drugs of abuse remove life’s problems and worries Fact: Drugs of abuse are not a solution to problems and worries. They can worsen the situation and add more problems that are harder to solve. Myth: Drugs of abuse heat up the body Fact: Drugs dilate blood vessels in the skin, causing blood to flow nearer to the skin and enhancing heat convection from the body to the outside environment. This makes the body lose heat faster than normal, rather than heating it up. Profile of a Drug Abuser The Dangerous Drugs Board lists the following signs and symptoms of drug abuse. It is important to note that having a few of these signs does not immediately make a person a drug user. Careful observation of physical, mental, emotional, and social behaviors is necessary to confirm if a person is a drug user. Signs and Symptoms of Drug Abuse Declining interest in studies and work Identification with known drug users Negative outlook on life Uncontrolled irritation Paranoia (fear that people are always stalking and talking about them) Severe feelings of depression and loneliness Frequent involvement in petty fights and crimes  Frequent changes of mood and extreme mood swings Lousy physical appearance Reddish eyes Sudden loss of weight Frequent complaints of headache and stomach pains Convulsions Frequent attacks of cough and runny nose Brown stains on fingertips Foul body smell Wearing sunglasses even at night Loss of balance Loss of interest in sports and hobbies Poor judgment and loss of inhibition Loss of concentration 2.5. Effects of Substance Use and Abuse Gateway Drugs Gateway drugs are accepted and legal with restrictions. In the Philippines, people below 18 years of age are not allowed to buy and use gateway drugs. The use of gateway drugs puts a person at risk of using more dangerous and illicit drugs. Tobacco and alcohol are common gateway drugs. Gateway Short-Term Effects Long-Term Effects Drug Alcohol Headache, lightheadedness, slurred Organ damage (liver, heart, colon, speech, slow reflexes, brain), cancer, cardiovascular overconfidence, mood swings, diseases, cirrhosis of the liver, poor blackout, nausea performance, paralysis, alcohol poisoning, death Tobacco Stress, rapid heart rate, persistent Asthma, atherosclerosis, thrombosis, cough, difficulty breathing, bad cardiovascular diseases, COPD, breath, sinusitis, increased phlegm, cancer, hypertension, heart attack, stomach problems, weak stroke, death performance Depressants Depressants, also known as "downers," suppress or slow down the central nervous system. They are used to treat anxiety, mental disorders, and sleep disorders like insomnia. Types include tranquilizers, barbiturates, and hypnotics. Short-Term Effects Long-Term Effects Slow brain function, slow pulse, low Mental disorders, hypertension, blood pressure, poor concentration, cardiovascular diseases, muscle paralysis, confusion, dizziness, slurred speech, brain stroke, chronic liver disease, kidney loss of balance, depression failure, cancer, diabetes, coma, death Stimulants Stimulants, also known as "uppers" or "speeders," stimulate the central nervous system. They can keep a person awake for longer periods. Some stimulants are legal, while others are illicit and dangerous. Short-Term Effects Long-Term Effects Increased heart rate, respiration, digestive processes, Heart attack, brain stroke, blood pressure, body temperature, decreased appetite, brain damage, kidney alertness, inability to sleep, euphoria, depression, damage, liver damage, paranoia coma, death Narcotics Narcotics, known as "painkillers," also induce sleepiness. They are administered to patients with mental problems and severe pain, such as cancer patients. Short-Term Effects Long-Term Effects Drowsiness, euphoria, loss of appetite, vomiting, Diseases like hepatitis, nausea, muscle cramps, chills, weight loss, difficulty tetanus, HIV-AIDS (due to sleeping, breathing issues, vein inflammation, panic needle sharing), overdose, attacks coma, death Hallucinogens Hallucinogens create hallucinations, distorting reality. Common hallucinogens include LSD, psilocybin, and mescaline. Short-Term Effects Long-Term Effects Euphoria, hallucinations, poor judgment, inability to sleep, loss Flashbacks, brain of appetite, nausea, poor coordination, feeling of super damage, psychosis, strength, increased blood pressure, aggressive behavior, coma, death memory loss, slurred speech Inhalants Inhalants are found in common household chemical products. They are huffed or sniffed, and their effects are similar to alcohol intoxication. Short-Term Effects Long-Term Effects Slurred speech, poor coordination, euphoria, Hearing loss, uncontrolled muscle dizziness, lightheadedness, foul breath, spasms, brain damage, nerve hallucinations, delusions damage, bone marrow damage Effects of Drug Use and Abuse On the Family Broken and unhappy family ties Ignored duties and responsibilities Financial constraints due to drug dependence and addiction High cost of drug treatment and rehabilitation Family dishonor and embarrassment Separation of family members On the School Poor academic performance Increased absenteeism and tardiness Increased school fights Low academic achievement rate Disrespect to school authorities On the Community High incidence of crime (stealing, robbery, snatching) High incidence of accidents (road accidents, accidental falling) Affected economy due to low manpower production Loss of government funds due to drug-related operations, treatment, and rehabilitation 2.6. Effects of Drug Use Drug use and abuse not only affect the individual but also have significant impacts on their immediate family, school, and community. Here are some of the effects: A. Family Broken and unhappy family ties Ignored duties and responsibilities Financial constraints due to drug dependence and addiction High cost of drug treatment and rehabilitation Family dishonor and embarrassment Separation of family members B. School Poor academic performance Increased absenteeism and tardiness Increased incidence of school fights Low academic achievement rate Disrespect towards school authorities C. Community High incidence of crime (e.g., stealing, robbery, snatching) High incidence of accidents (e.g., road accidents, accidental falls) Affected economy due to reduced manpower production Loss of government funds due to drug-related operations, treatment, and rehabilitation 2.7. Healthy Ways to Avoid Drug Use and Abuse There are various and healthy ways to avoid drugs, ranging from hobbies like interactive and board games, sports, and joining clubs of interest. Understanding different protective and risk factors is crucial. Learning decision-making and resistance skills can help you refuse temptations and offers from known drug users. Protective Factors to Fight Drug Use and Abuse Loving and caring family Involvement in sports Positive outlook on life Positive self-image Caring and supportive friends A sense of worthiness and achievement Always having the right attitude Ability to cope with stress and depression Having responsible adult role models Active participation in sports or recreation Participation in school clubs and activities Consultation with responsible adults (parents, teachers, counselors) regarding problems, concerns, and queries in life Development of talents and skills Skills Guides for Decision-Making and Resistance Step 1: Describe the Situation Write it down or say it out loud several times to better understand the situation. Step 2: List Possible Actions List all possible actions, even the not-so-good ones. You can eliminate them afterward. Think over them several times. Step 3: Share Your List with Responsible Adults Share your list of possible actions with a responsible adult who has not been associated with known drug users. Ensure their decisions are credible. Step 4: Carefully Evaluate All Possible Actions Evaluate if the actions will: ○ Protect and promote healthy results ○ Protect the safety of yourself and others ○ Respect and not violate laws and policies ○ Follow guidelines of home, school, and community  ○ Show your good image and persona Step 5: Choose the Most Responsible and Suitable Action After evaluating all actions, choose the most responsible and suitable one for the situation. Ways to Say No to Drugs Step 1: Identify the Problem Clearly state what is wrong, e.g., "Drugs are bad," "That is prohibited," or "Drugs are against the law and school rules." Step 2: Consider the Consequences Ask yourself: ○ Could anyone be harmed if I do it (including you)? How? ○ Could it get you into trouble? What trouble? ○ Would it make you feel bad if you do it? Step 3: Ways to Say No Say No: "No, I’m not interested," or simply say "NO." Change the Topic: "I’m going to the park, you can come with me," or "Would you like to see a movie with me?" Tell the Truth: "I hate drugs, it destroys dreams," or "Drugs make you unhappy," or "I’m too young to die." Joke About It: "My parents are good at smelling, I won’t get past them," or "Are you ready to die? I’m not!" Give Reasons: "I don’t do drugs, it’s bad for health," or "I have training today, I need clean air to get going," or "Let’s play basketball, beat me!" Tell a Story: "My friend died of drugs, he was only 15 years old. It was painful," or "My classmate died from drugs. I don’t want that to happen to me or to you!" Walk Away: If you can’t change your friend’s mind, walk away. Prevention Prevention is the best way to avoid the use and abuse of drugs. Enhance protective factors and avoid risk factors for a healthier life. 2.8. Drug Abuse Treatment and Rehabilitation The Dangerous Drug Board, in cooperation with the Department of Health, offers treatment and rehabilitation programs to Filipinos who become ill because of drug abuse. Drug dependents undergo effective modes of treatment. It is the responsibility of the state to help and rehabilitate drug dependents so that they can once again achieve their dreams and become responsible and productive members of society. Healthy Alternatives to Drug Use and Abuse If you’re a teenager or young adult, it may seem like a lot of fun to get high or drunk. When you look at your friends who are intoxicated, they don’t seem to have a care in the world. Any troubles are buried under the intoxication. You may choose to join in so you can fit in, be cool, or forget your problems. Before you make that choice, it would be better if you could take a closer look at those people’s lives and see what kind of harm they might be experiencing that is not so simple to see from the exterior. Typical Results of Using Drugs or Drinking Hangovers Getting alarmingly close to overdoses Upset and fights with family Dropping grades Lost scholarships or jobs Damaged relationships Boring perceptions Gloomy thinking Bad memory Illness and injury Nobody cautions you about these the first time you reach for a pipe, a bottle, syringe, or pill. The reality is that there are many other activities offered to you that are safer and more productive and that can bring about a result you enjoy far more than getting high. Activities to Consider Before, During, and After Treatment Sports: Join leagues for bowling, softball, football, basketball, volleyball, and many others. Learn a sport you’ve always thought looked like fun. Mind Games: Challenging mind games like word puzzles are a notable example of ways to test the limits of your brain functions while occupying your free time. Gardening: Find public gardens in your community. Gather up a few friends, and go as a team. Learn about the plants and start planting. Online Courses: You can find free classes on how to use software, tutorials on using page layout or photo and video editing software, photography, animation, music, video conferencing, and more. Adventurous Activities: Go to the beach, go surfing, do yoga, biking, or snorkeling. Reading: Go to the library, get reading lists for your grade level or areas of interest. Keep doing this until you find something you really enjoy and then focus on that. Short Courses: There’s anything from yoga, belly dancing, aerobics, Zumba, baking, swimming, weightlifting, and more. Plan it right with your family, and you may be able to take classes at the same time. Offline Real-World Courses: Learn how to plant a garden, repair old cars, cook, or any other skill you’ve always wanted to learn. Music and Arts: Learn how to write songs or play an instrument you’ve always liked. There are plenty of free videos online to get you started. Language Learning: Study a language you’ve always wanted to learn. Church Activities: Be active in church and join youth group activities. Family Bonding: Plan bonding activities with your family, such as watching movies, singing karaoke, or playing indoor games/party games. Always remember, nobody can accept, understand, care, and love you no matter what except your family. It is the responsibility of the state (government) to help and rehabilitate drug dependents so that they can once again achieve their dreams and become responsible and productive members of society. The reality is that there are many other activities offered to you that are safer and more productive and that can bring about a result you enjoy far more than getting high.